
Feedback from these meetings, which focused on strategies that effectively meet the academic needs of
all students (what we are doing well, and what can we do better), was then assembled, reviewed and
discussed by the close to 200 members of the District’s LCAP Parent Advisory Committee (with particular
attention paid to reaching out to and connecting with all stakeholder groups including those identified in
Ed Code 42238.01) at a meeting held February 18, 2014, and meetings of the DAC and DELAC held
January 14 and March 8 respectively. Following these meetings, the District Leadership Team reviewed
all comments, feedback and recommendations collected to this point, and identified implications and
actions needed to execute the recommendations gathered from the community. This information was
then used by the Superintendent and District leaders to develop recommendations for expenditures to
address the needs of all students (and specifically low income, foster youth and English Learners) and a
draft of the LCAP.
Also considered in the LCAP development was extensive performance data (as a whole and by
subgroup) including, in part, student assessment data, graduation rates, dropout rates, English Learner
reclassification rates, attendance, suspension and expulsion rates, annual parent satisfaction survey
responses, Clovis Assessment System for Sustained Improvement (CLASSI) results, annual employee
climate assessment responses, number of students completing college/university entrance requirements,
numbers of students needing remedial coursework when entering college/university, annual student
voice survey responses, highly qualified/credentialed teacher rates, passage rates and scores on AP,
SAT, ACT, PSAT, CAHSEE and similar assessments, the District’s Local Educational Area Plan (LEAP),
School Plans for Student Achievement (SPSAs), and prior and current year budgets.
This draft was then discussed at length during a workshop held by the Governing Board on March 26 and
revisions incorporated based on dialogue at this meeting. Meetings were held with the DELAC and DAC
on April 30, 2014, and the District’s LCAP Parent Advisory Committee (April 29, 2014) at which the
Superintendent and staff presented the draft LCAP and received feedback from members. Copies of the
draft LCAP were available in Spanish, English and Hmong, with translators available to support non-
English speaking parents throughout the process. Adjustments were made based on feedback received
from these meetings as well as those received during a public comment period in which the LCAP was
posted online and all parents in the District notified by telephone (in their home language) of its
availability for review (May 1 - 21). The Superintendent also communicated in writing with all members of
the DAC, DELAC and LCAP Parent Advisory Committee following the April 29 and April 30 meetings. A
public hearing was held by the Board on May 21, with the hearing posted publicly online and at multiple
sites around the District six days prior. No member of the public was present at the public hearing to
comment on the proposed LCAP. Feedback received in the April meetings was responded to and used to
make final adjustments to the LCAP, which was presented to the Board on June 11 and adopted prior to
their approval of the 2014-15 annual budget.
Of note, the LCAP goals reflect the District’s Strategic Plan Aims, which were developed in collaboration
4. Student Engagement through Co-Curricular Programs: The creation
of multiple points of connection for students to school is paramount to
creating and maintaining student engagement, and access and
involvement in co-curricular programs are often the connection that
academics do not provide for all students.
5. Services to Students: At risk students need more focused attention by
caring educators to ensure that they stay in school and succeed
academically. Often, families of at risk students also struggle with
accessing the educational environment and need additional assistance
and support to do so.
6. Intervention Support: One-on-one and targeted intervention for students
at risk of not achieving grade level standards allows students who may
otherwise fail become successful.
7. Curriculum and Instruction: All students, including at risk students, are
more likely to succeed when instructional materials are sufficient, staff is
highly qualified and trained, and instructional strategies and tools are
innovative.
It was felt by stakeholders that if the District was able to address the seven
identified areas listed above (with a specific emphasis on at risk students
identified in Ed Code section 42238.01) we would be successful in
increasing student success, decreasing student discipline problems and
narrowing the achievement gap.
Through consultation with the District’s school and faculty leadership teams,
stakeholder feedback was processed further, and implications for classroom
learning, operational resources and staffing needs identified. The District
then built its budget and its LCAP Actions and Services targeted to the
seven focus areas listed above.
Following the development of the LCAP, which relied heavily on feedback
and comments gathered during the community engagement process
detailed at left, the draft plan was introduced to the Governing Board. The
Board reviewed all elements of the plan and affirmed their support of the
proposed Goals, Actions and Services, as well as the timing of those
actions that will be phased in during years two and three of the LCAP. Their
supportive comments were used to finalize the draft LCAP, which was then
presented to the District’s LCAP Parent Advisory Committee on April 29,
2014, and to members of the District Advisory Committee (DAC) and District
English Language Advisory Committee (DELAC) on April 30, 2014.
Updated August 6, 2014 Page 4